Be a Little Rude, but not too Much: Exploring Classroom Incivility and Social Network Position in Adolescents

Classroom incivility is a critical concept relating to the academic and psychosocial well-being of children and youth. However, there has yet to be research investigating whether there are social benefits to this behavior in early adolescence. Therefore, the goal of this study was to explore the relationship between classroom incivility and measures of social network position, including incoming and mutual friendships, two forms of centrality, and social network prestige. We investigated network position of 488 students between the ages of 9 and 14 ( M = 11.48; SD = 1.14). Our findings highlight a general negative curvilinear association between classroom incivility and social network position. Specifically, children and youth who engage in moderate levels of classroom incivility have more friends and are leaders in the group (higher network prestige). In contrast, those who engage in higher or lower levels of classroom incivility have fewer friends and are less prestigious.

Power, Privilege, and Entitlement

Chapter 1, Power, Privilege, and Entitlement, situates entitlement among related terms that help explain inequality, such as power and privilege. This chapter defines entitlement and details the way entitlement is measured. Experiments that assess entitlement find reliable differences in women’s and men’s sense of entitlement. Men tend to have an inflated sense of entitlement relative to women. White individuals tend to have a higher sense of entitlement compared to people of color. In addition to entitlement to pay, research on academic entitlement is examined as well. Academically entitled students hold attitudes toward learning and teachers that they should receive more from their academic experience than they put in; that professors should bend rules for them; that they should not have to work as hard as others. Academic entitlement is correlated with academic disengagement, cheating, and classroom incivility.

Workplace and classroom incivility and learning engagement: the moderating role of locus of control

This study aims to examine the relationship between workplace and classroom incivility to learning engagement and the moderating role of internal locus of control in these relationships. An online questionnaire was administered to 432 students from three private universities in Jakarta, Indonesia. The regression analysis results showed that both workplace and classroom incivility has a negative and significant effect on learning engagement. In addition, the direct effect of workplace incivility on learning engagement is moderated by the locus of control. The negative effect of workplace incivility on learning engagement is stronger for students with low levels of internal locus of control than for those students with high levels of internal locus of control. This study provides a better understanding of the internal mechanism condition to reduce the negative effects of incivility experiences that occur in the workplace and classroom among student employees. The implications and limitations are also discussed.

Do little annoyances relate to bullying? The links between personality, attitudes towards classroom incivility, and bullying

Civility relates to following rules that typically are aimed at promoting positive social behaviour. A lack of civility can be either intentional (e.g., insulting a classmate) or unintentional (e.g., packing up early). Civility is an important issue within classroom settings because it not only influences classroom functioning, but may also serve as a gateway to more serious antisocial behaviour. With regard to the latter, we were specifically interested in whether attitudes towards behaviour deemed as ‘incivility’ were associated with more serious bullying behaviour. Beyond any associations with each other, we were also interested in whether incivil attitudes and bullying share common personality correlates among adolescents. To answer these questions, our study examined the links between HEXACO personality traits, intentional and unintentional incivility, and bullying. Adolescents (n = 396) completed self-report questionnaires, and results were analysed with structural equation modelling. There were similarities and differences between the personality correlates of bullying and attitudes towards the two kinds of incivility. In particular, we found a significant association between personality and bullying behaviour that was mediated by attitudes towards intentional incivility. Our results highlight the importance of increasing awareness of educators regarding classroom incivility, given its potential negative implications within a school setting.

Moral Disengagement and Classroom Incivility against the Social Responsibility Character of Junior High School Students

Nowadays social responsibility is significant to investigate. It is because in the academic world there are a number of students having low social responsibility. This behavior is realized by unfair actions in groups, bullying or intimidation practice. Concerning this phenomenon, the current study aimed at analyzing the prediction of students’ social responsibility from the perspective of moral disengagement and incivility. This correlational study involved 636 students with a portion of 49.5% of male students and 50.5% of female students. They were selected using cluster sampling from two junior high schools in Central Java. After that, these students were asked to fill in a moral disengagement scale, and classroom incivility scale. The results showed that moral disengagement and incivility significantly predicted social responsibility (R=0.336, R2=0.113, F=6.079, and P<0.01). Specifically, the findings of this study confirmed that the aspects of Moral Justification and Dehumanization, as well as intentional incivility, predict students’ social responsibility.

Predictive Effect of Social Achievement Goals and Classroom Incivility on Difficulties during Emotion Regulation

The aim of this study is to examine the predictive role of students&rsquo; social achievement goals and classroom incivility levels in their emotion regulation skills. The study was conducted with 309 university students and used &ldquo;Social Achievement Goal Scale&rdquo;, &ldquo;The Difficulties in Emotion Regulation Scale&rdquo; and &ldquo;Classroom Incivility Scale&rdquo; as data collection tools. The study was carried out with 309 university students in Turkey during 2016-2017 academic year (1st, 2nd, 3rd and 4th year students). The findings obtained from regression analysis revealed that social achievement goals and classroom incivility account 15% of total changes in the difficulties faced during emotion regulation. As for the sub goals of the study, it was found that &ldquo;social achievement goals&rdquo; mean score of females was higher than that of males; males had higher &ldquo;classroom incivility&rdquo; levels than females; and the mean score of females for &ldquo;difficulties in emotional regulation&rdquo; was higher than that of males. While no difference was found in &ldquo;incivility&rdquo; factor in terms of &ldquo;age&rdquo; variable, there were significant differences in &ldquo;social achievement goals&rdquo; and &ldquo;the difficulties in emotional regulation&rdquo; factors. Similarly, there was no significant difference in &ldquo;social achievement goals&rdquo; and &ldquo;classroom incivility factors&rdquo; in terms of &ldquo;class year&rdquo; variable, but a significant difference was found for &ldquo;difficulties in emotion regulation&rdquo; factor. In addition, the results did not reveal any significant differences in &ldquo;social achievement goals&rdquo; and &ldquo;classroom incivility&rdquo; factors according to &ldquo;perceived parental attitude&rdquo;; however, a significant difference was found in &ldquo;the difficulties in emotional regulation&rdquo; factor. The research findings were discussed within the framework of the related literature.

Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory

We investigated student perceptions of instructor responses to classroom incivility with a 2 (passive or active student incivility) x 2 (instructor avoidance or bald-on-record response) experimental design. Undergraduate students (n = 281) were randomly assigned to view one of four videos of an incivility incident. They then evaluated the instructor’s behavior with respect to her credibility (competence, caring, and trustworthiness) and effectiveness, as well as how motivating the instructor was. Results indicated that when students in the video engaged in active incivility, bald-on-record responses in comparison to avoidance were considered to be more motivating and effective, and resulted in higher perceptions of instructor caring and trustworthiness. In the passive incivility condition, instructor response did not predict any outcome variable except trustworthiness.